Author _ 



* v" w * 




Title. 



aassiULe_2L<6_/.. 

Book „_!_oL3 



Imprint. 



IS— 47372-1 Gi 



THE 



ml §uihmm rt Mnatitm 



AN ADDRESS 



DELIVERED BEFORE THE 



SUFFOLK COUNTY TEACHERS' ASSOCIATION, 



RIVERHEAD, N. Y., APRIL 7, 1859. 

BY ET H^. HALLOCK, 



of Randall's island. 



^uilis^b bg $apest of % ^ssotiation. 



1859. 



V 



0* ADDRESS 

V ^ 



Mr. President. Ladies and Gentlemen : 

I have the honor to address the members of that profes- 
sion to-night, which, more than any other, must form the charac- 
ter and control the destiny of our nation. 

Every day it becomes more and more apparent, that upon the 
faithfulness, ability and success with which the teachers of our 
youth discharge their varied duties, depends, not only the general 
prosperity and individual happiness of mankind, but the success- 
ful issue of the social problems committed to the American people 
for a practical solution. 

That there is a growing conviction in the minds of our people 
that this is true, we have proof in the constantly increasing de- 
mand for thorough, efficient and devoted teachers ; for teachers 
who understand something of the nature and the laws of the 
mind with which they deal, as well as of the knowledge they pro- 
pose to communicate ; for teachers who know how to stimulate 
and encourage — how to restrain and control — how to direct wisely 
every movement and impulse of the human soul — how to awaken 
the earnest attention of their pupils to an interest in achieving 
the best possible attainments for themselves — how to improve 
and perfect the whole man, and thus qualify him for whatever 
position on the busy stage of life a beneficent God may assign 
him. 

If the work of the teacher, in the estimation of our people, is 
becoming of such vast importance, then it certainly requires a 
most careful and thorough preparation, a clear understanding of 
its nature, and a judicious and faithful performance of its duties. 

We may, therefore, consider it one of the favorable signs of the 
times, that teachers have taken it upon themselves occasionally to 
assemble together to give expression to their thoughts, and con- 
tribute their experience towards the progress of this important 



work. It is not enough for them to read, study and experiment 
in solitude ; but they must sometimes conic into personal contact 
with others, and learn how they have studied, what tin ■ v bare 
read, how their experiments have succeeded or failed. If im- 
provements are ever to be made in the work of education, teachers 
must at least do a part of the work ; and to insure Buccess there 
is nothing like associated effort. It elicits the best thoughts and 
best acquirements, and throws them into the common stock of 
professional attainment. It gives us a new accession to our 
ideas, so that when we return to our school rooms, we can feel 
that we have received an additional impulse, a fresh interest in 
our work, a zeal that will enable us to infuse a new life into OUT 
pupils, new motives for enlarging their sphere of knowledge, 
which shall be to them an ever springing source of enjoyment 
and usefulness. It rouses up the whole man, brings into play his 
dormant faculties, and sends him to his work again a better 
teacher and a better man. 

Our public schools (from which I suppose the most of us have 
come.) have long been and are the pride and glory of our people. 
That they possess elements of sterling worth and real power — 
that they vindicate their claims to the cordial sympathy and 
erous support of every lover of real progress — that there exists a 
feeling of confidence among the people of their stability, and a 
growing conviction that they are worthy of all the material aid 
that it requires to develop their capacity for good, no one will 
attempt to deny, who is in favor of the general diffusion of the 
means of education through all classes of the community, and the 
multiplication among us of conveniences for the acquisition of 
knowledge. 

But who can freely move among our people, through all the 
avenues of society, and not feel that there is an almost indefinable 
somethinfr that is wanting to make our schools effectual in the 
accomplishment of the object for which they are designed- that 
many even of those to whom society looks up for guidance and 
control, are rapidly drifting into the fatal mistake of confounding 
the means of education with education itself, the conveniences for 
the acquisition of knowledge with a guarantee for the develop- 
ment of character ? 

Our trust for the future is reposed quite too much upon the 



provision we have made for arming the intellects of our children. 
The school-room, in too many cases, usurps the sceptre of home, 
and the instructions of the teacher are continually left to do the 
work which can only be done by the discipline of the parent. 
The habits of our people, the occupation and tendencies of Ameri- 
can life, furnish, perhaps, a thousand reasons for such a state of 
things, but is there one excuse ? Men immersed in business, strug- 
gling from early morn to dewy eve, may naturally be led to hope 
(if they think at all,) that the teacher to whom their children are 
entrusted can do all which their own career leaves them neither 
the time nor the spirits to attempt. 

But that perfect obedience and wholesome reverence for just 
authority which lie at the foundation of all excellence and all 
strength in human character, cannot be acquired like reading and 
writing, arithmetic and grammar. Well will it be for our people 
when they are led to feel that the safety of all we hold most valu- 
able in private or public life rests, at last, not on the excellence 
of our schools and system of edu<!ation, more than on the fidelity 
of individual men in the discharge of their least obtrusive and 
most domestic duties. 

These thoughts very naturally suggest my theme for this even- 
ing's discussion ; — " The moral deficiencies in our educational system, 
and their remedy." 

Two or three allusions to the past shall introduce my theme. 

History informs us that those nations who have been the most 
successful in advancing the interests of mankind have each estab- 
lished and promoted, according to their own views on the subject, 
a system of education for their youth. These systems were suited 
to the spirit and genius of the people, and were almost invariably 
adapted to the production and advancement of those objects in 
which they supposed their national excellence to consist. When 
the children of Israel had escaped from the house of bondage, and 
the Theocracy had been established over them, He who made a 
covenant with them in Sinai taught them there was but one God ; 
that He brought them out of the land of Egypt, that they should 
love Him with all their soul, mind and strength, as He was the 
only proper object of human worship. The being, perfections and 
government of God, together with the moral law prescribing the 
duties man owes to Him, to his fellow man and to himself, the 



i 

award? of eternity, with many other pre plicitly de- 

clared by God. that by these plain directions He might lit' 

• heart of the nation towards himself. Not satisfied with 
these directions, He issued another of prohibition, Baying "Thou 
shalt not make unto thee any graven image, or any likeness of any- 
thing that is in heaven above, or that is in the earth beneatl 
that is in the water under the earth : thou shall not bow down 
thyself to them, nor Berve them: for I the Lord thy God am a 
jealous God, visiting the iniquity of the fathers upon the children, 
unto the third and fourth generation of them thai hate me; and 
showing mercy unto thousands of them that love me and keep my 
commandments." The great end to be accomplished by this gov- 
ernment was the worship of the true God. Hence it became 
necessary to give plain directions and stern prohibitions of idola- 
try, to prevent the entire overthrow of the Theocracy, and the 
ondermining of those great moral foundations upon which it was 
based. 

While this government was % be preserved by laws, it * 
be enforced by promises and threatenings, by blessings on t' 
who loved, and curses on those who hated the great Head and 
Ruler of the people. It was with this Bame view that head- of 
families were enjoined by those solemn words which furnished, in 
brief, a prescribed course of education for their children : M T 
words which I command thee this day, Bhall be in thine heart ; 
and thou Bhall teach them diligently unto thy children, and thou 
shalt talk of them when thou sitto-t in thine house, and when thou 
walkest by the way. and when thou best down, and when thou 
-: up: and thou Bhalt bind them for a sign upon thine hand, 
and they Bhall be as frontlets between thine eyes ; and thou shalt 
write them upon the doorposts of thine house and on 

Bo long as the people regarded these directions, they were me. 
ill and prosperous ; but how soon aft item <-f edi 

cation prescribed was forgotten, did the evils, against which the 
laws were enacted, pour in upon them like a t! 

Later in the world'.- history, we behold Greece training- her 
youth first to simple reading, writing and arithmetic. To tl 
she added mtfsic, gymnastics, attention to family - 

religious festivals. They were then pni the 

to serve in some military capacity; after which trav< 



came a fashionable resort to enable them to learn the wisdom of 
other nations as observed in their life, laws and custom. Finally 
the full developed Greek was introduced into the Senate to com- 
mand by his opinions, delivered in an eloquent and manly style, 
the attention of Senators and the admiration of the people. 

What she sought above all things else was the realization of 
the beautiful, whether in thought or deed. Thus educated and 
incited to great deeds by all the inspiring influences that filled that 
lovely land, the Grecian youth made haste to enter those fields of 
imagination and beauty which spread themselves afar on every 
side. It was their highest ambition to go forth, braving all priva- 
tions and dangers, until their efforts being blessed they returned to 
their mother-land with many proud triumphs of art or genius 

Sparta kept the principle of perpetuating the glory of the state 
by the right education of youth constantly before her. Men of 
the highest character only were employed to do this work. Their 
systems, for severity of discipline and long continuance, probably 
have never been surpassed. Children were subjected to the most 
rigorous restraints, inuring both body and spirit to the severest 
privations and perils. Even the tables, at which all ate in common, 
were converted into schools where the old rehearsed their wonder- 
ful exploits to make their youth bold and daring on the field of 
battle. Military discipline was daily enforced ; severe exercises 
and privations were seldom or never relaxed. To be successful 
in war and renowned in military life, was the great end aimed at 
in this rigorous course of discipline ; and so far as that was con- 
cerned, an abundant success crowned their efforts. 

Rome looked back to Greece, her model, and copying from her 
in many respects, originated in the west her own peculiar institu- 
tions of government and education, and infused into them all the 
fire of her fervid genius. In her institutions she sought to com- 
bine the wisdom of Athens with the military traits of Sparta, by 
which, with her own native strength and genius, of which she was 
not unconscious, she aspired to a government that should dazzle 
and conquer a world. She received the Grecian schoolmasters, 
building for some her splendid schools ; and for others she threw 
open her temples and dedicated them again to the charms of poetry 
and philosophy. Her system of education was much admired — the 
utmost attention being given to the early formation of mind and 



8 

character. The greatest possible attention was given to the culti- 
vation of a pure and correct expression by the Roman teachers, 
as the honors of the Republic were the prize of eloquence. 

All the delights of scholarship, and especially of oratory, were 
eagerly sought after as it needed them to adorn the patriot and 
representative of Roman greatness, whether he contended in the 
forum or in the held. Eloquence and the military art, being the 
surest road to preferment, were made the highest objects of pur- 
suit of Roman youth. 

The Roman people believed thai their institutions were t ; 
that man had yet devised for himself: and undoubtedly they were, 
assuming, as they did, that the service of their country was the 
great end of life. In their days of prosperity, their magnifies 
and luxury were unrivalled. They were enriched by their gener- 
als with the spoils of a hundred nations ; and the wealth of the 
most potent monarchs was poured into their coffers. From the 
Atlantic to the Euphrates it was one great Roman field : and 
with all its lovely islands and fruitful shore-, the Mediterranean 
was a great Roman lake. All the countries of Europe receiv- 
ed their laws from the Italian capital, and all sent it their annual 
tribute. With their one hundred and twenty millions of subjects, 
this region included the whole of the world's intelligence, and 
nearly all its wealth. With its beak- of brass and talons of steel 
the Roman eagle had overcome the human race. So far a< wealth 
and intelligence were concerned, the great objects especially had 
in view in the education of her youth, the efforts of Rome were 
crowned with a well earned success. Gould the healthful and 
purifying influence of the Christian religion, with all its purr pre- 
cepts, have only descended upon ami been accepted by her people, 
so that the dross might have been purged away by Lifting the 
great Roman heart from an earth-born and corrupting mythology 
to the worship of the true God. who can deny that her institutions 
might, after regenerating all Europe, have stood forth to da] 
glory and wonder of the world ? 

But it was far otherwise. Amidst all this civilization there was 
a time of fearful depravity. Man had tried in vain to better his 
condition. In every effort of freedom there was only a d> 
plunge in darkness. The people lost faith in one another, and 
there was nothing to inspire the fervor of patriotism. Rev 



9 

and despair gnawed at the heart of down trodden millions. Man 
had really accomplished nothing for himself. In this state of hope-* 
less wickedness and general wearying for change, the road was 
made ready, the path made straight, and the Great Teacher 
came. 

He taught us no longer to contemplate man in the dim light of 
those ancient philosophies, which limit his career to earth and some 
exalted place in the government under which he lives ; but as 
something above and beyond all place- — that though life's seed 
may be sown here, it is nevertheless to bloom hereafter far above 
the utmost verge of this small world, which had so long bounded 
the vision of her philosophers. He scattered the truth and 
securely planted it in human hearts, and nursed a power destined 
to overthrow all error, revolutionize social organization, and re- 
generate a sinful world. 

Citizenship in this republic of ours, then, differs widely from 
that of the republics of old. Instead of reason's first tottering 
steps towards truth, we have it from the lips of Him who spake 
as never man spake ; and if we will only put it into peaceful and 
universal operation, it will regenerate a sinful world and make it 
truly free. Our position to-day is indeed enviable and one of 
great responsibility, for we stand on the heights to which those 
who have gone before us have lifted us, and a high trust is com- 
mitted to our care. Let us remember that what we have in science 
and literature is not all of our own achieving, for all the nations 
of antiquity have contributed of their poetry, philosophy, 
eloquence, histories and splendid works of art. Having reared 
our temples in this new world, let us appoint Intelligence, Truth 
and Virtue as their chief corner stones, and make the great end 
for which we labor — the great end for which we educate our chil- 
dren the great end of our national existence, not only to establish 
a free government, but the development — the ever progressive 
and harmonious development — of all the faculties of individual 
man. I venture to say, fellow teachers, that the greatest deside- 
ratum in our country to day, to enable us to accomplish the end of 
our national existence, is a judicious education of our youth in 
that broad and thorough culture which takes into its scope all the 
faculties of man ; as the greatest want in human society is man 
himself — man, "broad shouldered, symmetrical, swift — man purified, 



to 

ennobled, exalted — man trained, individualized, educated " man. 
. not only physically and intellectually developed, bul with a high 
moral and REUGions culture, Buch as acquaints him with his 
DUTIES as well as his rights^ his relation- to hifl fellow man. and 
above all with that God from whom cometh every good ami per- 
fect gift : for well hath the poel said : 

"Acquaint thyself with God if thou wouldst I 
Bis works. Admitted once to bis embrace, 
Thou shalt perceive that thou was blind before; 
Thine eyes shalt be instrncted; and thine heart, 
Made pure, shall relish, with divine delight 
Till then unfelt, what hands divine hath wrought." 

When we speak and think of the education of our children, do 
we clearly understand what a child is. what is the true idea of his 
development? Do we not make use of the term knowledge too 
exclusively? Is it not too much the object of the American parent 
and teacher to make the child a knowing man. a knowing woman? 
Are there not words that better express the true idea- -wise and 
understanding? — words consecrated by the Bible, the book of 
books. Knowing people are not always hone.-t. and dishonest \ 
pie are never wise. This is a truth too large to be scanned by 
the mere knowing spirit. 

"Knowledge and Wisdom, far from being one, 
Have oft-times do connection. Knowledge dwells 
In head- replete with thoughts of other nun; 
Wisdom iii minds attentive to their own. 
Knowledge, a rude unprofitable mass, 
The mere materials with which wisdom builds, 
Till smoothed, and squared, and fitted to it- p] 
Does but encumber whom it Beems to enrich.* 1 

The education, therefore, that brings down men to the 
ditioD of mere knowing animals, is one that ignores the God 
i faculties of our nature, and the proper consideration of 
mini's immortal destiny, [s that man an educator who ign 
conscience, religion, taste, imagination- who overlooks the noble 

jions which cluster around the heart, and devotes himself 
clusively to !illin.L r the minds of children with knowledge merely? 
No! our business a- educators in the sanctity of our own homes, 
in the school-room, and in all the relations of life, i- t<» remember 



11 

that these powers were given of God to be developed by our 
guidance and training ; for what is the object of education, but 
to form a perfect character, such a character as can stand up and say 
in the presence of men, I too am a man, having devoted myself 
now and always to the truth and right. Is there not something 
above all price in a conscience well instructed and void of offence, 
which can stand poised on its own integrity, looking away from 
the capricious verdict of to-day to the calmer and juster verdict 
which it shall receive at the hands of posterity, and the still more 
righteous decision which shall be pronounced by a divine tribunal ? 
Let us write, then, on the walls of our school rooms, and on the 
hearts of our children, "He that ruleth his own spirit is better 
than he that taketh a city;" and that all education is worthless 
that does not begin and end in the fear of the Lord. 

But I fancy I hear you asking how I propose to accomplish this 
work. I answer, Parents must begin it. It must originate in the family. 

The family power is the fountain of all the moral influences in 
the world. During all the patriarchal ages, the family alone 
nursed and kept alive the worship of the true God. But for such 
an arrangement, the religion of the Bible would not have survived 
the flood. The influence of the family in moulding human character 
cannot be over estimated. It takes man at the nursery, and 
educates him for life. Some one has said the very handling of 
the nursery is significant ; that the petulance, the passion, the 
gentleness, the tranquillity indicated by it are all reproduced in 
the child. His soul is then of a purely receptive nature, and for 
some time forward, without choice or selection. There is no time 
to be lost then. How frequently parents have asked teachers 
when or at what age they should begin to govern their children, 
little thinking that they had already lost too much time. We 
must begin higher up with our children. We must watch the 
infant in its mother's arms. We must see the first images which 
the external world casts upon the dark mirror of his mind, the 
first occurrence that he beholds. We must hear the first words that 
awaken the sleeping powers of thought, and stand by his earliest ef- 
forts, if we would understand the prejudices, the habits and passions 
that will rule him in after life. We must just at this very critical pe- 
riod in the child's history begin to train the better qualites of his na- 
ture before the baser passions get the ascendancy. How strong the 



ts 

tendency when first we craze upon the winning features of a little 
child, to predict for it a happy destiny ! The Lessons of experience! 

however, teach us that it will depend very much upon the charac- 
ter that shall be developed, even in this earlier stage, by a moth- 
er's influence. A little farther on he copies everything he - 
lie imitates the voice, the maimer, the gait, the actions, and im- 
bibes the character of those with whom he cornea in contact. In 
our every day's intercourse with our children, when we are mean- 
ing them neither good nor evil, when we are not conscious of 
erting the least influence over them, they are receiving imp 
Bions and moulds of habit which, if wrong, no heavenly discipline 
can wholly eradicate ; and if right, no had associations of ideas 
in after life can entirely dissipate. Is it not a matter of some 
doubt whether, amid all other influences combined which are ex- 
erted upon the minds of men. as much can be done towards shap- 
ing their future destiny as during the time of their earlier years 
around the family fireside, where, cradled amid ties ami intlm 
the strongest, the most powerful and subtile than can mould un- 
man character, direction may be given to the mind ami heart, re- 
straints, scarcely felt yet all powerful, may be laid upon depravity, 
the mind may be accustomed to obedience, virtuous habits may be 
formed, and the good qualities may be nursed and brought to 
maturity? If this be true, then a whole generation of future men 
ami women that arc to mould and fashion society ami give it 
character, art; receiving their most important Lessons, and the 
deepest impulse of their life an immortality, around our family 
lire-ides. Let me interrogate that fond mother who watches from 
day to day over the growth and progress of that little one, and 
perhaps luxuriates in joyful anticipation- over the time when he 
shall walk before her in all tin 1 pride and Btrength of early man- 
hood, if she has pondered well the mighty trust committed to her 
care. Has she taught him morality — a piety which, begun in 
truth, advanced in justice, is finished in kindness to every living 
thing? Hasshe taught him self-government, industry and economy, 
self-denial, the exercise of the gentle affections, civility and iwetfc 
- <»f temper, prudence of tongue, and to avoid temptation ? If 

not. let the work begin now. and continue with unwearied pati 

and perseverance, by both example and precept for her own pros- 
perity, the welfare of her son. and the glory of Cod. 



13 

Look out upon the restless workings of society to-day, amid all 
the varied scenes of busy life and the hum of busy men, and then 
retire and ask what it is that gives character to all this ? What 
is to fix its future destiny for good or for evil ? I answer unhesi- 
tatingly — The Influence of Mothers. 

Second. — Parents must provide good school houses for their children. 

It is of the very highest importance that parents provide for 
their children comfortable, convenient, well ventilated and well 
furnished school houses. If there is one house in a district more 
pleasantly situated, more comfortably •constructed, more inviting 
in its general appearance, and more elevating in its influence than 
any other, that should be the school house where our children get 
their first impressions of life. Prosperity and industry, through 
the ability which they create, have given comfort and elegance to 
private dwellings. Public spirit has erected commodious and 
more costly churches, handsome and spacious court houses and 
public offices. The great heart of humanity has been aroused, and 
made generous and noble provision for the pauper, the blind, deaf, 
dumb, insane and inebriate ; and even the receptacles of felons, 
and other offenders against the laws of God, have been in many 
instances transformed by the more enlightened spirit of the age 
into comfortable and healthful residences. The beasts of the field, 
the cattle upon a thousand hills, have not been overlooked in the 
general spirit of reform, for the husbandman has not neglected to 
furnish better stables for his cattle and folds for his sheep. But 
the school houses, to which the children, the dearest interests of 
humanity, are sent, and to which they should be wooed by every 
possible attraction, are even yet, in too many cases, left the loneliest 
and most forbidding buildings in a whole township. Go with me 
to that low tenement, situated on the public street, with its worn 
out sides and moss covered roof affording sufficient evidence that 
the storms of many, many winters have beaten around it, while 
many generations of children have come and gone, carrying with 
them no other associations than of weary limbs and aching heads, 
of many misspent hours in an impure and deadly atmosphere, pro- 
ducing petulant and sensitive pupils, worn and languishing teach- 
ers, and a perfect dread and horror for the place called the school 
and every thing pertaining thereto. There the building stands ; 
and judging from the coldness, indifference and neglect of those to 



II 



wli ;"" iiav " "wonrittediteMre and keeping, it i,doc 

"tr'n-"''';. ' a} '- LetU8g1 ' »ti»» internal an 

and behold its diminutive size, its rough and filthy doors 

.ag, dilapidated desks, slab seats, dingy walls, the anhappy and 

" rlee * "™at«, Md general disorder that reigns everywhere 

baton ito the recitations, and see hew perfectly tl :„„„i 

1 WI " 1 """' im "" of things already noticed : and 1 judge you will 

beprepared to run away from this dark and forbiddin 
and seek relief by passing on to yonder tasteful and i 
edifice. See its fine proportions, pleasant site, ample play irround 

"" " u " l,M *» antiful trees, thus making the spot to which 

children daily resort a place crowned with .11 earthly loveliness 

and grace. There is an influence perhaps we cai t explain 

nevertheless apparent, in these outward suroundings of childreo 
that moulds and foahions character. The aspect of nature the 
works ol art that children look upon, thai their hearts din 
havean almost omnipotent power to form their taatei 

rl '■• :i "' '^-^>» to morals, that they contribnte very much 

towards their moral improvement. If therefore, parent* won], 

B P M •*■>■■** barrier to the inr Is of vice and crime let 

""'""' bine to make their schoolh. 3a thing of beauty •„„! 

*" ,l "'"' '• 1 " M '-"" » Joy forever. But ere we leave this pl« 
>l ""' lrl ™ '■ xl " n ' 1 our observations. Let us enter the school 

'' "', f ta """ l " lli arrangements correspond with the 

;""; lll ;"-'»-Hv,,„i |, well supplied with deeksthatare 

"""'' brtableand ornamental, with maps, c -ts and black 

~\ "•' "-dl- ;„•■• ,. rm mted with maps and pictures of the 

children s own drawing. Bow elevating the inflae -«*. 

''""";.'. A """ '°? k : "' "'"I"", these things and wimeastha 

Bparklmgpenetrata.g oyea of the happy children, who can beta 
«**«r opening and yearning hearts are not ready to ,„ ■ 

^ *PP^e*e beauty of truth, h • and virtue that rW 

2 , '" 1 ' 1 . 1 " ' ""'"'• T "e teacher is a man of, rte 

'," 'V '"""•;"" f «ling, elevated mind, lofty bearing 

^-andeffiaentinhiabns ssjand pr .tedbyhfaowS 

•■"•'••^'J»l;l-»... I precepts, the children imbi , ,.„,-, ialli „ , lf 

•""• ; ""' ^"^eea and order, refinement of m. n | 

thoughts lughar, awaken deeping talent, develop all the &o*I*i 



15 

of the human soul, and qualify our children for an able, just, right 
and honorable discharge of all the duties of men, of citizens, of 
patriots. 

Third. — Parents must select men for teachers who have moral fitness. 

Parents ought to consider well the moral fitness of him who pro- 
poses to conduct the education of their children. This is paramount 
to every other consideration. Intellectual acquirements, though 
indispensably necessary to make a man thorough and efficient in 
his teaching, will never fit a man for the high vocation of a teacher 
of youth, without deep moral principle. He may infuse much valu- 
able knowledge into the minds of his pupils, but that alone will 
not develop a true character ; for while it is true that "Knowledge 
is power," it is just as true that knowledge, without principle to 
regulate it, may make man a powerful villain. The teacher is a liv- 
ing epistle, known and read of all men. He teaches as he goes in and 
out before his pupils as words can never teach. The school, there- 
fore, is no place for a man without principle. In the language of the 
lamented Page whose name is deeply engraved in letters of living 
light on the hearts of all who knew him, "Let such a man seek a 
livelihood elsewhere ; or, failing to gain it by other means, let 
starvation seize the body, and send the soul back to its Maker as 
it is rather than he should incur the fearful guilt of poisoning 
youthful minds and dragging them down to his own pitiable 
level. For," said he, "if there can be one sin greater than another 
on which heaven frowns with more awful displeasure, it is that 
of leading the youth into principles of error and the debasing 
practices of vice." But is not this principle too much lost sight 
of, even to the detriment of our schools ? The question wielding 
as much influence as any other, has been and now is to an alarming 
extent, " Who is the lowest bidder ?" Allow me to refer to a 
case, illustrative of this point, that occurred in one of the east- 
ern towns of this county. One day in the latter part of the 
month of October, just at set of sun. one of the trustees 
of a village school called upon a teacher with the request 
that he should conduct their school for the ensuing win- 
ter. The request was cordially accepted on condition that 
it was the unanimous wish of his associates and the people 
they represented. The following Saturday evening being chosen 
as an appropriate occasion to meet the trustees at the house 



16 

of one of their number tor the purpose of officially confirming 
the contract, the trustee proceeded homeward, and left the 
teacher to revolve in his mind the duties of his prospective posi- 
tion. As he went forth the following day to his accustomed 
labors, he thought that as the long rammer months had been 
spout in first preparing the soil, then sowing the seed, and finally 
cultivating the tender plant till he had gradually discovered the 
blade, then the ear. then the lull com in the ear which he Wtt 
now gathering as the ripened fruit of* his rammer's toils, so be 
was about to enter that field which, if entered with the same 
diligence and persevering industry, might be kept in living green, 
free from untoward influences, into that field when- be wat 
train deathless plants which, if nurtured aright, would become 
ornaments to the hillsides and valleys of our beloved land : but 
if neglected would prove a curse to the gardens in which they 
grew, to the communities whose atmosphere they should taint, and 
a detriment even to the character of those who should trample mi 
the mind, that deathless thing, and lay rude hands upon 

"God's mysteries there!" 

Saturday night came. At the hour he was kindly received at 
the appointed place. " Well," says one, " would you like to teach 
our school this winter?'' "I have been requested to do bo," says 
the teacher. "Do you think you can govern our boj 
another. "I can try," was the prompt reply. "We continue 
our school four months. What salary would you require for that 
time?" says a third. " Fifty dollars," says the teacher. Here a 
solemn pause ensued, as if this were the most momentous question. 
Bach seemed to wait for the other to incur the responsibility of 
speaking. Silence, however, was finally broken, and one ven- 
tured to assent to the proposition, to which all agreed. The time 
being proposed for opening the school, the teacher bid them l:«><h1 
evening, and left them to their own meditations. The next day 

being the Sabbath, the teacher went to church and listened t<» a 

discourse based on the following selection from Proverbs: "lb' 
that ruleth his own spirit is better than he that taketh a city.'* 
The speaker appealed to his people with earnestness and power. 
urging them to a more thorough moral and religious training of 
their children. After the services were closed, the congregation 



17 

dispersed ; and as the teacher was walking leisurely over the ad- 
joining ground, he met one of the trustees, who with half-sup- 
pressed and trembling voice, said, " Sir, I am very sorry to inform 
you that the trustees have changed their minds. A new applicant 
appeared last evening after our contract with you and offered to 
take our school for forty-eight dollars, making a saving of two 
dollars; and being the servants of the people, we did not feel at 
liberty to sacrifice these funds from the treasury of the district." 
Now is it too much to say that the circumference of the 
" Almighty Dollar " still confines the minds of men so closely that, 
in too many cases they cannot look beyond it, even though it be 
for the eternal well being of their children ? 

Second. — The second method of promoting the moral welfare 
of our schools, is by the labor, example, and influence of the teacher. 

This whole subject is summed up in these eight words : " as is 
the teacher so is the school." The teacher, in the first place, 
should learn to take things just as he finds them, all discouraging 
and objectionable, though they may be, and not separate himself 
so much from the real as to annul his influence and power in his 
efforts to bring about the desired result. Let him so far under- 
stand the nature of the ground he is to cultivate, that he may be 
able rightly to adapt his means to the accomplishment of his ends. 
Let him learn what he can of the habits, feelings and opinions of 
the people among whom he labors, and then with a common sense 
view of matters labor wisely and perseveringly to rectify errors, 
effect a right feeling, and patiently 

"Learn to labor and to wait." 

He should seek especially to make good the first impression on his 
pupils. Failure here may not only ruin the teacher, but have an 
abiding influence for evil on his pupils. Never shall I forget when, 
some twenty-five years since, some sixty pupils had assembled 
around the schoolroom somewhat before the hour, huddling our- 
selves together like bees, all humming away in language about as 
intelligent, awaiting the advent of the new "master." Just at nine 
he arrived. Solemn stillness reigned- as he approached. All 
waited till he was fairly into the room, when, with all sorts of dis- 
cordant sounds, there was one general clashing of human voices, 



18 

which, could it have boon put into language, was designed to try 
of what manner of spirit he was. The teacher came to the door 
with angry look, and still more angry voice, and cried out, "I> 
come in !" All passed in and sal in Btillness awaiting the first 

words of him who was to Bpend the winter in developing mind. 
He placed himself in the rear of his desk and took out his long 

ruler, and holding it up, said, "1 shall expeel you will alwt 
answer me the first time I speak, and obey at the first command. 
If not it will be a word and a blow, and the blow will come ft 
Little did he realize he had committed an error thai time would 
never correct. Not an impression do 1 retain of that winter's 
labors save of perfect contempt for the man and of disrespect for 
his teaching. Had he in a manly and dignified manner, with the 
love of truth beaming in his countenance, addressed as in the lan- 
guage of courtesy, which always springs from real kindness and 
ever becomes a man of character, every pupil would have 1 « ■ 1 1 the 
keenness of the rebuke: and he would have assimilated every heart 
to his own, and fixed an impression thai would have ripened into 
mutual improvement of mind and heart. 

Xo man can rightly conduct the education of youth, unless he 
has in himself the very characteristics of excellence with which \\\< 
pupils should be adorned ; for what is in the man will come out, in 
spite of all tricks and masks. Be musl be prompt, regular, full 
of the spirit of truth. His principles of life, his persona] habit-. 
his tastes, his whole bearing and demeanor, have much to do in 
forming the spirit and shaping the destiny of his pupils. Be must 
have a sympathy ibr them, and not mistake thoughtlessness for 
willful wrong doing, physical and intellectual deficiencies for Ian- 
aessand inattention. Be should sacredly appropriate every moment 

of time to its Specific use, thai his pupils may know what to expert 
every hour in a day. BO BS to avoid any possible excuse for idle- 
ness or mischief. This being done, every possible cur.- Bhould be 
taken that every thing be don.- right, exactly, precisely right The 
teacher in his daily walk, as he 'joe- in before hia pupils, should 
give them high views of life and its duties. He should teach e 

fundamental basis of character a love for the truth, theezad truth. 

and bring it to bear on the conscience, as do great moral revolu- 

tian in character can be effected without it. Be should open to 
the mind- of hi- pupil- new WOrldfl of intellectual life and mora' 



19 

perceptions of which before they had no idea. He should be in 
earnest and make his pupils so ; for earnestness itself is a high 
talent, and is attractive in every department of life. He will thus 
stir up the soul to higher aspirations after duty and obedience to 
God, as the highest prerogative of man. 

He should arouse his pupils to new and noble purposes, and wake 
up their minds to a moral energy that no other influence will ever 
be permitted to smother, and which will make them ashamed of 
low views of duty ; and should cultivate the loftier faculties of 
their nature, and thus stifle the growth of the baser passions, 
which if permitted to gain the ascendancy, will darken the path- 
way of life. 

To be successful in teaching mathematics, it is necessary to 
watch carefully the mind ; s first steps in the earliest stages of its 
exercises, that we may be sure that perfect vigor of intellectual 
discipline is attained, that there be no yielding to juvenile impa- 
tience, tending to laxity of attention, careless assumption, heed- 
less oversight, and unconscious inaccuracy of mental habit, that 
in the more advanced stages of progress the pupil shall have ac- 
quired a correctness of habit which will sustain him through all 
the difficult evolutions of that abstruse science. This is especially 
true in all that pertains to man's moral development. Not the 
slightest deviation from right should ever pass unnoticed. If so, 
it will soon become a fixed habit ; and a habit once fixed, is not 
easily broken. Under whose ever care, then, a child is put to be 
taught during the tender and flexible years of his life, this is cer- 
tain ; it should be one who, knowing how much virtue and a 
well tempered soul is to be preferred to any sort of mere intellec- 
tual culture, will make it his chief business to form the mind of 
the child, and give it a right disposition, which, if obtained, 
though all the rest be neglected, would in time produce all the 
rest ; and which, if not obtained and settled so as to keep out ill 
and vicious habits, all other learning combined and accomplish- 
ments of education will be to no purpose but to make the worse 
or dangerous man. 

To do such a work requires, in addition to the qualities men- 
tioned, hard, untiring labor. There is no substitute for it. Labor, 
Labor, LABOR only will do the work. 

Let the doors of every schoolroom in the land be forever 



tt 

dosed against the lazy man. When a teacher commend 
tation. let him not sit in hifl seat and attempt to teach, neithet M 
him be confined to his book. But let him always be thoroughly 
prepared by previous study for hifl recitations ; for if not. 1 1 
not prepared to fulfil hia duty oven ae teacher of the inteU 
and certainly not if he will be an educator of the soul. Lrt a 
teacher speak to hia claaa from a full mind, and he will q 
wisely : then he will apeak with eye as well ae tongue, with hia 
hand, hia beamingface and every muscle of hia frame Let him 
freely mingle with hia pupils, animating, encouraging, sympathiz- 
ing ami breathing life into less active natures, assuring the timid, 
distributing encouragement to all. If ho do this, no matter what 
he teaches, he will always infuse moral life into his pupils. If 
he teach history, it Bhowa them at every Btep the development of 
God's moral government. If he teach arithmetic, it may teach 
them so to number their daya that they may apply their hearts 
unto wisdom. Shall the great work of a more thorough moral 
education of our children enlist the attention of parmto ami 
teachers ? As in all the history of man. intellect unrestrained by 
conscience, has subverted right ami turned good into evil, in 
Bpite of the restrictions of law. so it will continue unless we 
all the children of our Land a careful training. If wo do thi- 
havenot only the testimony of the most experienced teachers, but 
of Holy Writ. that, if wo "train up a child in the way ho BQOuld 
go, when he i> old ho will not depart from it." 

Several years rince, the Hon. Horace Mann addressed a circu- 
lar to each of the following distinguished educators : — John Grig- 
com. Esq., David P. Page, Esq., Solomon Adams. Esq., E. A. An- 
drews. Esq., Rev. Jacob Abbott, Roger 8. Howard, Esq., P.A. 
Adams, Esq,, and Misa Catherine Beecher, propounding the fol- 
lowing question : 

Should all our Bohoola I-' kept by teachers of high intellectual 
and moral qualifications, and Bhould all the children in the com- 
munity he brought within these schools for ten months in a year 
from the age of four to that of bu ; then what a pro- 

portion— what percentage- of suck children as you have under 
your care, could in your opinion be bo educated and trained, that 
their exist oing out into the world would he a benefit and 

not a detriment, an honor and not a Bhame to society? <>r, if all 



21 

children were brought within the salutary and auspicious influences 
I have here supposed, what percentage of them should you pro- 
nounce to be irreclaimable and hopeless ? 

With singular unanimity, the persons to whom these inquiries 
were addressed, expressed themselves as follows : 

Mr. Griscom, a teacher for forty three years, replied : My 
belief is that, under the conditions mentioned in your circular, 
not more than two per cent, would be irreclaimable nui- 
sances to society, and that 95 per cent, would be supporters of 
the moral welfare of the community in which they resided. 
Finally, in the predicament last stated in the circular, and sup- 
posing the teachers to be imbued with the gospel spirit, I believe 
there would not be more than one half of one per cent, of the chil- 
dren educated, on whom a wise judge would be compelled to pro- 
nounce the doom of hopelessness and irreclaimability. 

Mr. Page says, under the circumstances stated, I should 
scarcely expect, after the first generation of children submitted to 
the experiment, to fail in a single case to secure the results you 
have named. 

Mr. S. Adams says : so far as my experience goes, so far as my 
experience of the knowledge of others extends, so far as the sta- 
tistics of crime throw any light on the subject, I should confi- 
dently expect that ninety nine in a hundred, and I think even 
more, with such means of education as you have supposed, and 
with such divine favor as we are authorized to expect, would be- 
come good members of society, the supporters of order and law, 
truth and justice and all righteousness. 

Eev. J. Abbot replies : If all our schools were under the charge 
of teachers possessing what I regard as the right intellectual and 
moral qualifications, and if all the children in the community 
were brought under the influence of these schools for ten months 
in a year, I think the work of training up the whole community to 
intelligence and virtue would soon be accomplished, as completely 
as any human end can be obtained by human means. 

Mr. F. A. Adams had met with but two boys out of nearly 
four hundred, who had been under his care, of whose correct 
conduct under the circumstances supposed, he would have any 
doubt ; and even them he could not regard as utterly irreclaim- 
able. 



u 

Mr. E. A. Andrews replies : on these conditions, and under 
these circumstances, I do not hesitate to express the opinion that 
the failures need not be would not h one per oent 

Miss Beecher says ; Let it be bo arranged thai all these chit 
dren shall remain till sixteen under their teacher, and also that 
they shall spend their lives in this city i/. >.. the city where they 
had been taught), and I have no hesitation in Baying 1 do not be- 
lieve that one, no not a single one would Tail of proving a res| 
table and prosperous member of Bociety ; nay, more, 1 believe 
every one would, after the close of life, find admission into the 
world of peace and love. 

Fellow teachers, with all this weighty evidence before os of 
the responsibility resting upon those who take it upon themselves 
to educate the children of our land, is there not something to 
inspire us with a nobler energy a warmer zeal ? Is there not 
something to incite us to look around and see what the youth are 
demanding at our hands ? 

The youth of America have a glorious field of exertion before 
them. That they may appreciate its duties and rewards ami be 
prepared for its offers and demands, should be the sincere wish 
of every one interested in the progress ami prospects of our he- 
loved country. Impressed with these considerations 1 earnestly 
hope that no efforts shall he spared, no mean- lost sight of that 
shall in any way lead to the furtherance of their temporal and 
eternal interests. Prominent among other means. 1 anxiously 
hope that God's Holy Word may be earnestly commended to 
their careful attention. Let this precious volume have its proper 
influence on the hearts of our youth, ami our Liberties are - 
our country blessed, the world is Bafe ami tin- great mission of 
this nation will be accomplished the end reached. There i< not 
a virtue that can endear them to their country, nor a hope that 

can throb iii their bosoms, ill the prospect of future happii 

that bas not it- foundation in this -acred 1 k. for it i.< the charter 

of charters, the palladium of liberty, the standard of righteotUH 

Let the exercises of the day in all your Bchools i»<' opened by 
readings portion of the sacred scriptures. Lei it notbedoni 
if it were a mere exercise in elocution, but BO read a- to bring out 
the meaning and get the sentiment, if possible, in contact with the 
hearer's soul. Let the truth of inspiration come among your child- 



23 

ren as the rains of heaven, to irrigate and bless. Let it come 
like the air of heaven, full, and fresh, and free. Truth, as it 
beams out in every day's recitation, as it is exhibited in every de- 
partment of nature, as it stands in demonstration on the black 
board, is powerful, convincing, disciplinary. But truth as it looms 
up from the sacred pages goes to the very soul, affording all those 
invigorating and life giving principles which make the fully formed 
man, and fit him for all the exigencies of life. Let this exercise 
be accompanied with the singing of a hymn. It subdues uncouth 
manners. It allays wicked propensities. It soothes irritation. 
It awakens and elevates the higher nature. It opens up the av- 
enues of the soul. It nourishes the growth of real character. If 
this exercise be followed by the observance of prayer, it will make 
still deeper the moral effect. There is an indistinct sense linger- 
ing in the minds of even the most reckless that somehow those in- 
terests we hold most dear are safer with it. It diffuses a hallowed 
influence over the restless and eager life. It awakens strong re- 
solves and pure aspirations and calls clown blessings from heaven, 
providing it comes from the lips of himwhose soul is imbued with the 
love of truth. Let the teacher tell his real wants as if addressing 
a father, and an almost nameless power and impression will go with 
such devotions. Artifice will be expelled by it. The iniqities of 
invention of restless children in thought or action will rarely tres- 
pass on the sanctity of this hour. And can it be believed for a mo- 
ment that He of whom it is affirmed that he numbers the hairs of 
our head, and notices the fall of the sparrow, and who compresses 
the whole mystery of prayer in those gracious words, " Whatso- 
ever ye shall ask in my name believing that ye shall receive," will 
not hear and answer the humble petition as the devoted teacher 
asks blessings upon himself and his pupils ? I had almost said it 
were a libel on the character of God to believe it. 

Let us one and all, then, turn our thoughts more prominently 
to the moral improvement of our schools, and-not allow ourselves 
to be engaged in building mere intellectual superstructures, though 
admired by the world around, perfectly conscious that we are 
building upon the sand, which must soon give way to the driving- 
storms and beating tempests of life, only to leave them a moral 
ruin, all the more unsightly and pitiful if decorated with ornaments 
that learning, genius and taste have entwined around their fallen 
columns. 



•J I 

But from our stand point to-day. while we may in some d 
appreciate the necessity of renewed efforts in our calling, to stim- 
ulate u> still more lei as try to catch a glimpse of the distant goal 
that is before us. and anticipate the Longing of future generations 
for that solid truth which we alone transmit Down the vista of 
history we have seen the rise and fall of nations, we have contem- 
plated their intellectual achievements, their unrivaled skill in the 
arts, their perfections of science and literature; hut we have never 

seen the parallel to our own times. Here a new spirit stand- 
•fore us. new motives call US to action. On us as individuals and 
teachers devolves the solemn responsibility of exerting all our en- 
ergies to uplift the masses to the dignity of Christian citizens. 
Let us strive with all our power to advance the noble work by 
guiding, directing and counseling those committed to our < 
feeling that every effort, however humble, will aid in achieving 
the glory of a nation, the advancement of our race, and in crowning 
the clustering hopes of humanity with more than a full fruition. 



LIBRARY OF CONGRESS # 

lllllllllllllllll 

020 783 854 8] 



